Micro-Credentials as a Tool to Support Sustainable Development Academic Education – Survey Results

Purpose: The aim of this study is to explore the potential of micro-credentials as a tool for integrating Education for Sustainable Development (ESD) into university curricula and for mitigating student dropout. In light of delays in achieving the 2030 Agenda goals, the study examines whether micro-credentials can enhance sustainability competencies through flexible, student-centred learning pathways. To address the research gap regarding the limited understanding of student perceptions of both ESD and micro-credentials, a pilot study was conducted among students at the Faculty of Management, University of Warsaw. Design/ methodology/approach: The survey covered the following thematic areas: perceived importance of sustainable development, optimism about current sustainability levels, perceived usefulness of micro-credentials in ESD, and general opinions about micro-credentials. Based on measures of importance and optimism, four student clusters were identified: relaxed, committed, realistic, and average. The results show that ESD is considered important by all groups except the relaxed cluster, while the realistic group expressed the lowest optimism regarding global and local sustainable development. Respondents consistently perceived smaller social environments, particularly families, as more sustainable than larger ones. Students rated the potential usefulness of micro-credentials ESD as high, although the perceived level of current implementation was moderate. Despite limited familiarity with the concept, students are already using micro-credentials, anticipate their growing popularity, and expect recognition of the associated learning outcomes. Many also viewed micro-credentials as a promising tool for reducing dropout rates. Findings: Overall, the pilot study demonstrates that student-derived evidence can inform the design of sustainability-oriented curricula and support the assessment of the educational potential of micro-credentials. The findings suggest that a comprehensive follow-up survey could assist universities in tailoring interventions to diverse student groups and further strengthen the role of micro-credentials in higher education.